This digest explains the various methods of assessments for student understanding of history, social studies and social sciences and ways they could be improved, in the United States. When the study was done, only two states (Iowa and Rhode Island) did not have any method of state assessment or standardized testing meant for those subjects. The study was meant to see if the state's standards actually require students to think historically. In fact, when the study was conducted, two-thirds of the state assessment standards for history, social studies and social sciences was deficient. There was a lack of clarity, depth and specificity. One of the biggest reasons why assessing knowledge and understanding of history, social studies and social sciences is more difficult than assessing core subjects such as math and reading, is due to the fact that there is a major difference in what certain parts of the United States deem important historical information, or how it is even conveyed. However, the study found some interesting pieces of information:
Thirty states require students to satisfactorily complete a course in United States history to graduate from high school.
Twelve states require graduating students to have satisfactorily completed a course in world history.
Ten states require students to take credits or units in social studies; specifications regarding history courses under these social studies credits are unclear.
Sixteen states administer criterion-referenced or standards-based assessment for their students in history, the social sciences, or social studies.
Twelve states are in the process of developing standards-based assessment for their students; three of these states have suspended the administration of these assessments.
Twenty-two states have no standards-based assessment in history, the social sciences, or social studies.
Reflection:
This digest is directly related to measuring student achievement because it shows the struggle across the board to stay consistent. Only sixteen states, at the time of the study, had a standards-based assessment for history, social sciences, or social studies. This means many school districts do not hold students accountable for retaining this specific subject, nor do they deem it important enough to assess it. This furthermore poses a problem for students who want to attend post-secondary institutions because students from across the United States are being divided into many different colleges with various degree of knowledge regarding history, social sciences and social studies.
Editorial
The Gazette Opinion Staff. (2010, November 27). Measuring student achievement is messy | TheGazette. The Gazette. Retrieved December 18, 2010, from Link
Summary:
Basically, this editorial explains the way test scores can occasionally be a deceiving or incomplete attempt to assess student achievement. The article brings up tests such the ACT, a college entrance exam, and the National Assessment of Educational Progress, and explains the pros and cons of each assessment.
Reflection:
This article was published in a local newspaper, so it was very brief and fit for laymen terms. Although it is not as in-depth as some of the articles found through reference databases, it is a good editorial for the public to read in regards to student achievement and the fuzzy messages from some measurements.
This article basically explains ways to evaluate and make decisions regarding the use of state assessments for research purposes. It gives a thorough layout on how to evaluate the reliability and validity of state tests, including what needs to be known for analyzing test scores. Having tests that accurately assess a student's achievement and aptitude is a key factor in researching the success of a district's education plan.
Reflection:
This article is a great representation of why it is important for tests to be evaluated as good measures for what it aims to assess. Research cannot be valid or accurate if what is being researched is not a good assessment for student ability and achievement.
Analysis Article
Dove, M. J., Pearson, C. L., & Hooper, H. (n.d.). Relationship between Grade Span Configuration and Academic Achievement. Retrieved December 18, 2010, from Wilson Web (Link to .pdf)
Summary:
This article looks at one measurement, The Arkansas Benchmark Examination, which is a measurement is approved by the No Child Left Behind Act. The analysis was done in order to see if grade span configuration (the placement of grade levels per school) has anything to do with the academic achievement of middle school students. Based on the scores from the ABE, grade configuration provided no relationship to student achievement. However, it did point to underlying factors that influenced achievement, which are very important.
Reflection:
This article is an excellent example of one of the many factors that must be considered while measuring student achievement. Personally, grade span configuration would not even be a thought of mine in regards to student achievement. Although there was no relationship, it is a step in the right direction to narrowing down more factors.
Measurements of Student Achievement
by Sammie LiguoriERIC Digest
Brown, Sarah D. "History Standards in the Fifty States."ERIC Digest. Clearinghouse for Social Studies/Social Science Education, Nov. 2003. Web 1. “Full Text (PDF),” http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED482209.
Summary:
This digest explains the various methods of assessments for student understanding of history, social studies and social sciences and ways they could be improved, in the United States. When the study was done, only two states (Iowa and Rhode Island) did not have any method of state assessment or standardized testing meant for those subjects. The study was meant to see if the state's standards actually require students to think historically.In fact, when the study was conducted, two-thirds of the state assessment standards for history, social studies and social sciences was deficient. There was a lack of clarity, depth and specificity. One of the biggest reasons why assessing knowledge and understanding of history, social studies and social sciences is more difficult than assessing core subjects such as math and reading, is due to the fact that there is a major difference in what certain parts of the United States deem important historical information, or how it is even conveyed. However, the study found some interesting pieces of information:
Reflection:
This digest is directly related to measuring student achievement because it shows the struggle across the board to stay consistent. Only sixteen states, at the time of the study, had a standards-based assessment for history, social sciences, or social studies. This means many school districts do not hold students accountable for retaining this specific subject, nor do they deem it important enough to assess it. This furthermore poses a problem for students who want to attend post-secondary institutions because students from across the United States are being divided into many different colleges with various degree of knowledge regarding history, social sciences and social studies.Editorial
The Gazette Opinion Staff. (2010, November 27). Measuring student achievement is messy | TheGazette. The Gazette. Retrieved December 18, 2010, from Link
Summary:
Basically, this editorial explains the way test scores can occasionally be a deceiving or incomplete attempt to assess student achievement. The article brings up tests such the ACT, a college entrance exam, and the National Assessment of Educational Progress, and explains the pros and cons of each assessment.Reflection:
This article was published in a local newspaper, so it was very brief and fit for laymen terms. Although it is not as in-depth as some of the articles found through reference databases, it is a good editorial for the public to read in regards to student achievement and the fuzzy messages from some measurements.Scholarly Article
Using State Tests in Education Experiments: A Discussion of the IssuesSummary:
This article basically explains ways to evaluate and make decisions regarding the use of state assessments for research purposes. It gives a thorough layout on how to evaluate the reliability and validity of state tests, including what needs to be known for analyzing test scores. Having tests that accurately assess a student's achievement and aptitude is a key factor in researching the success of a district's education plan.Reflection:
This article is a great representation of why it is important for tests to be evaluated as good measures for what it aims to assess. Research cannot be valid or accurate if what is being researched is not a good assessment for student ability and achievement.Analysis Article
Dove, M. J., Pearson, C. L., & Hooper, H. (n.d.). Relationship between Grade Span Configuration and Academic Achievement. Retrieved December 18, 2010,
from Wilson Web (Link to .pdf)
Summary:
This article looks at one measurement, The Arkansas Benchmark Examination, which is a measurement is approved by the No Child Left Behind Act. The analysis was done in order to see if grade span configuration (the placement of grade levels per school) has anything to do with the academic achievement of middle school students. Based on the scores from the ABE, grade configuration provided no relationship to student achievement. However, it did point to underlying factors that influenced achievement, which are very important.Reflection:
This article is an excellent example of one of the many factors that must be considered while measuring student achievement. Personally, grade span configuration would not even be a thought of mine in regards to student achievement. Although there was no relationship, it is a step in the right direction to narrowing down more factors.